Celebrating the central role of teachers in helping academics to the COVID-19 pandemic, this year’s World Teachers’ Day (October 5) will highlight a desire to improve training, career progression, and leadership skills to reduce learning disparities and help inclusive education in all grades recovery and beyond.
The instance will be marked through an online convention on the theme of this year’s World Teachers’ Day, Teachers: Leading in The Event of a Crisis, Reinventing the Long Term and Awarding the UNESCO-Hamdan bin Rashid Al-Maktoum Award for Outstanding Practice and Performance in Improving instructor power in programs in Brazil, Egypt and Portugal , opening a week of online instances around the world spanning all facets and grades of schooling from a life of learning attitude.
Without urgent action and increased investment, a learning crisis can turn into a learning catastrophe.
Audrey Azoulay, Director-General of UNESCO
Noting that “without urgent action and increased investment, a learning crisis can turn into a learning catastrophe,” says UNESCO Director-General Audrey Azoulay, UNICEF Executive Director Henrietta Fore, ILO Director-General Guy Ryder and International Education Secretary-General David Edwards. for a joint statement to protect education funding, invest in early schooling of Array teachers, as well as ongoing professional development. “To build resilient teachers in times of crisis, all teachers must have virtual and pedagogical skills that allow them to teach remotely, online, and through combined or hybrid learning, whether in high-generation, low- or zero-generation environments,” it reads.
The statement recognizes the effect of the COVID-19 crisis, which has affected more than 63 million teachers, highlighted the persistent weaknesses of many school systems and exacerbated inequalities.
A joint survey of COVID-19 responses through UNESCO, UNICEF and the World Bank found that only a portion of all countries surveyed had greater remote schooling for teachers, and less than a third provided psychosocial services to help them manage the crisis.
At the same time, recent knowledge published through the UNESCO Institute of Statistics, the International Working Group on Teachers and the World Education Monitoring Report show that 81% of number one and 86% of secondary school teachers have minimum qualifications required, with significant regional variations. leaving many teachers ill-prepared to deal with the demanding situations they face.
In sub-Saharan Africa, only 65% of teachers number one and 51% of secondary school teachers had the minimum required qualifications, 74% and 77% in South Asia. , in line with the United Nations Sustainable Development Goals (more than 24 million for education number one and more than 44 million for secondary education), a figure close to the entire world number one and high school teachers in 2019.
Furthermore, with learning inequalities likely to widen, a new UNESCO guidance document to be released on October 5 shows that fewer than two-thirds of countries train their instructors for inclusion. Force, the document shows that only four out of 10 countries address the inclusion exercise in their legislation and policies and require that the inclusion exercise be incorporated into every instructor exercise.
On World Teachers’ Day, the UNESCO-Hamdan Prize, supported through Sheikh Hamdan Bin Rashid Al Maktoum of the United Arab Emirates for the effectiveness of training and learning, will be awarded to the following programmes:
The Connected School Platform of the Live Telephonic Foundation, presented in 2015 to publicize the inclusion of educators in virtual culture and publicize the progression of 21st century skills among students. Offering 38 distance education courses, the assignment reached 65,000 across Brazil in 2019.
Educational Transformation Pathways of the Educate Me Foundation, a 3-year program that aims to expand educators’ talents to learning experts in the 21st century, with an emphasis on a culture of self-reliance. To date, the program has reached 6,000 educators, 430 public schools and 7 governorates across Egypt.
Apps for Good, implemented through the Center for Digital Inclusion in Portugal since 2015, requires academic and teaching situations to expand applications for smartphones or tablets, showing them as generation prospects to their communities. In the more than six years, it has reached 13,080 academics and 1,133 teachers from 448 schools, who in turn have developed more than 1,000 generation solutions.